preparing our youth for an inclusive and sustainable world (pisa global competence framework)

Preparing our youth for an

inclusive and sustainable worldPISA Global Competence Framework

Andreas Schleicher and

Mario PiacentiniOECD Directorate for Education and Skills

PISA in brief

Every three years since 2000, over half a million students…- representing 15-year-olds in now over 80 countries

… take an internationally agreed 2-hour test…- that goes beyond whether students can reproduce what they were taught to assess students’

capacity to extrapolate from what they know and creatively use and apply their knowledge- Each assessment includes mathematics, science and reading- Innovative focus: Problem-solving, collaborative problem-solving, global competence

… and respond to questions on…- their personal background, their schools, their well-being and their motivation

Teachers, principals, parents and system leaders provide data on:- school policies, practices, resources and institutional factors

that help explain performance differences

Creating new value connotes processes of creating, making, bringing into being and formulating; and outcomes that are innovative, fresh and original, contributing something of intrinsic positive worth. The constructs that underpin the competence are imagination, inquisitiveness, persistence, collaboration and self-discipline.

In a structurally imbalanced world, the imperative of reconciling diverse perspectives and interests, in local settings with sometimes global implications, will require young people to become adept in handling tensions, dilemmas and trade-offs. Underlying constructs are empathy, adaptability, trust.

Dealing with novelty, change, diversity and ambiguity assumes that individuals can ‘think for themselves’. This suggests a sense of responsibility, and moral and intellectual maturity, with which a person can reflect upon and evaluate their actions in the light of their experiences and personal and societal goals; what they have been taught and told; and what is right or wrong

PISA 2015

OECD

Partners

PISA 2015

OECD

Partners

Environmental

degradation

Climate change

Migration

Middle class

Polarisation

of societies

Renewable energy

Loss of

biodiversityWater and food

shortagesNatural

disasters

Financial

crisesNationalism

Democratisation

Multinational

companies

Harmonization

of values

Interdependent

markets

Trade

opennessEmerging

economies

Poverty

Ageing

Radicalisation

Tourism

Inequality

International

governance

Global

integration

PISA 2015

OECD

Partners

Environmental

degradation

Climate change

Migration

Middle class

Polarisation

of societies

Renewable energy

Loss of

biodiversityWater and food

shortagesNatural

disasters

Financial

crisesNationalism

Democratisation

Multinational

companies

Harmonization

of values

Interdependent

markets

Trade

opennessEmerging

economies

Poverty

Ageing

Radicalisation

Tourism

Inequality

International

governance

Global

integration

Contemporary societies call for complex forms

of belonging and citizenship where individuals

must interact with distant regions, people and

ideas while also deepening their

understanding of their local environment and

the diversity within their own communities.

Effective communication and appropriate

behavior within diverse teams are keys to

success in many jobs, and will remain so as

technology makes it easier for people to connect

• Are students able to critically examine contemporary issues of local, global and intercultural significance?

• Do students understand and appreciate multiple cultural perspectives (including their own)?

• Are students prepared to interact respectfully across cultural differences?• Do students care about the world and take action to make a positive

difference?• What inequalities exist in access to education for global competence

between and within countries?• What approaches to multicultural, intercultural and global education are

commonly used in school systems worldwide?• How are teachers being prepared to develop students’ global

competence?

Key questions for the PISA 2018 assessment

• The first place where children encounter the diversity of society

• Provide students with opportunities to learn about global developments that affect the world and their own lives

• Teach students to develop a fact-based and critical worldview

• Equip students with an appreciation of other cultures and an awareness of their own cultural identities

• Engage students in experiences that facilitate international and intercultural relations

• Promote the value of diversity, which in turn encourages sensitivity, respect and appreciation

A role for schools

Defining global competence in PISA

PISA’s definition of global competence

Effectively combining knowledge

and critical reasoning in order to

establish an informed opinion on a

global or intercultural issue.Material, social and

subjective aspects of culture

Requires higher order thinking

skills such as selecting and

weighing appropriate evidence,

as well as media literacy.

Globally competent students can draw on

and combine the disciplinary knowledge and

modes of thinking acquired in schools to ask

questions, analyse data and arguments,

explain phenomena, and develop a position

concerning a local, global or cultural issue

e.g. history course about industrialisation in the developing world


Willingness and capability to

understand global issues, and

others’ perspectives and behaviours

from multiple points of view.

Recognising that perspectives and

behaviours – including one’s own –

are inherently shaped by various

influences and concepts of reality

Globally competent students can

retain their cultural identity but are

simultaneously aware of the cultural

values and beliefs of people around

them, they examine the origins and

implications of others’ and their own

assumptions

e.g. student noticing culturally-related behaviour


Understanding the cultural norms

of different contexts and adapting

behaviour and communication

accordingly

The capacity to interact with others in

ways that are open (i.e. with sensitivity

and engagement), appropriate (i.e.

respectful) and effective.

Globally competent students create

opportunities to take informed, reflective

action and have their voices heard

e.g. effective collaboration with students in other countries


Readiness to respond to a given

local, global or intercultural issue.

Being ready and willing to take

informed, reflective action and an

engagement to improve living

conditions in one’s own

communities and beyond.


Knowledge of global issues and intercultural issues

Content domains:

• Culture and intercultural relations (as students engage in learning about other cultures they recognise multiple, complex identities and avoid categorising people through single markers)

• Socio-economic development and interdependence

• Environmental sustainability• Global institutions, conflicts and

human rights

Integrating global and intercultural issues into the curriculum

- Many countries already integrating global competence into

their curricula: through incorporating global competence content-

knowledge in existing subjects or through specific courses

- All subjects can integrate global competence: local, global and

intercultural issues cut across all education levels and all academic

disciplines

- Teachers need preparation: have clear ideas about the global

and intercultural issues they wish to address, carefully and

collaboratively plan the curriculum across grades and develop the

confidence to do so systematically.


Global competence builds on specific cognitive and socio-emotional skills, including

• Reasoning with information• Communication in intercultural

contexts• Perspective-taking (the cognitive and social

skills to understand how other people think and feel)

• Conflict resolution• Adaptability

Pedagogies for promoting global competence

• Group-based co-operative project work: topic- or theme-

based tasks in which students must work, learn and evaluate

progress together

• Organised discussions: a guided discussion, in response to a

stimuli, in which students present evidence, comment and

express their views

• Structured debates: students are given instructions to join a

team either supporting or opposing a polemic point of view

• Service learning: learners participate in organised activities

strongly linked to what they have learnt in the classroom and in

ways that can benefit their communities. Afterwards, students

critically reflect on their experiences to enhance their

understanding and sense of role in the community.


Openness towards people from other cultural backgrounds

Respect for cultural differences

Global-mindedness

“A worldview in which one sees oneself as connected to the world

community and feels a sense of responsibility for its members”


Values go beyond attitudes as they transcend specific objects or situations

People use them consciously and unconsciously as reference for judgements

• Human dignity

• Cultural diversity

Teaching attitudes and values related to global competence- Mainstreaming the principle of respect for human dignity and for

cultural diversity across all subjects

- Using multi-ethnic, multi-cultural examples

- Emphasising the contributions of people from different ethnic

groups to collective knowledge and quality of life

- Cultivating a teaching and whole-school environment that

encompasses the values of global competence

- Giving educators access to continual professional development so that

they feel able to handle difficult conversations on ethics and

discrimination, can take into account the diversity of learners’ needs,

and have a command of basic methods and techniques of observation,

listening and intercultural communication

Measuring global competence in PISA

Scope of the PISA instruments

Cognitive test

• A test of “global understanding ”: background knowledge + cognitive skills necessary to successfully navigate global and intercultural issues

Questionnaire

• Students: self-reporteddata on the othercomponents of global competence (e.g. openness, adaptability)

• Principals and teachers: self-reported data on activities related to global and intercultural education

The PISA instruments

Cognitive test


Questionnaire




• Can be objectively scored in a cross-culturally valid way

• Yield results that can be interpreted in educational policy terms

Cognitive test


Questionnaire




• Self-reported data on attitudes and social skills from the questionnaire will not be used to position countries and students on a scale.

• They will be used to analyse the relationships between the cognitive and behavioural elements of global competence

• Also used to explore how school activities, approaches and environment relate to the students performance on the test, and on students’ self-reported knowledge, attitudes and skills


Cognitive test

“Global Understanding”

Misconceptions, prejudice and stereotypes can occur from a lack of information

Once formulated, initial and deeply-held beliefs are difficult to change

Yet access to information about the world and other cultures is not enough to ensure global understanding

Oversimplification of complex knowledge, a lack of new knowledge or experiences or lack of deeper reflection misconceptions

Cognitive skills = necessary to find meaning and

connections, to understand different views, to make

conclusions and anticipate consequences of action

“Global Understanding”

Basic

Intermediate

Advanced

Rubric for assessing cognitive processes

Each cognitive process, and

each sub-category of cognitive

process, has a corresponding

rubric for level of development

1. Evaluate evidence and explain issues

The student takes the information at face value

without considering contextual factors.

The student considers contextual factors to

assess the reliability of a source. He/she can detect

clear biases and inconsistencies, but shows

a rather limited view of reliability.

The student understands perspectives as intrinsic to

sources. He/she can distinguish the

communicative intentions of sources and claims

(facts, opinions, propaganda). He/she can take into account stated

and unstated premises in a statement about global or

intercultural issues, evaluate whether the

assumptions or premises are reasonable or well-grounded in evidence.

Example: Selecting sources: Weighing their reliability and relevance

The student has a simplistic view of perspectives: one person, one perspective

The student sees differences in perspectives as rooted in

cultural, religious, socio-economic, regional and

other backgrounds. He/she recognises that they also

hold a particular worldview.

The student can describe and interpret multiple

perspectives, and articulate relationships among them. He/she also understands

that an individual’s identity is complex (e.g. one can

hold simultaneous identities).

The student recognises that he/she also holds a

particular worldview.

2. Identify and analyse multiple perspectives and world views

Example: Recognising perspectives and world views

3. Understand differences in communication

The student lacks awareness of the social impact and effects on others of different communication styles.

The student understands some of the social impact of different communication styles, including how linguistic choices may result in a breakdown of communication.

The student can anticipate and manage breakdowns in communication.He/she can employ linguistic devices such as avoiding categorical claims, providing re-statements, connecting to what others said, sharing questions and puzzles, acknowledging contributions.

Example: Understanding the norms

of respectful dialogue

4. Evaluate actions and consequences

When evaluating complex issues, the student considers one course of action as obvious and unproblematic (e.g. “close all polluting factories”).

The student understands that multiple courses of action are possible to address complex issues/situations. He/she can identify directions for future investigations if the available evidence is not sufficient for reaching conclusions.

The student demonstrates an ability to identify and evaluate different courses of action to solve an issue/situation. He/she weighs these actions against one another, for example, by looking at precedents, considering and evaluating available evidence and assessing the conditions that may make actions possible.

Example: Considering

actions

A typical unit of the cognitive test

• Scenarios

• Depict real-life situations, in the form of case studies,

from which various tasks (test items) are derived

• Focus on issues and situations where different

perspectives exist, and give voice to these different

perspectives.

• Categorised by: content domain, context and complexity.

Four content domains (i.e. topic of the scenario) that can be consideredrelevant for all students. Each domain can be further split into several specificsub-domains.Content Domain 1: Culture and intercultural relationsContent Domain 2: Socio-economic development and interdependenceContent Domain 3: Environmental sustainabilityContent Domain 4: Institutions, conflicts and human rights

Personal context (situations relating to the self, family and peer groups)Local context (wider social networks, the neighbourhood, city or country)Global context (life across the world)

Complexity refers to the scenario’s requirementsin terms of:Domain-specific knowledgeGeneral knowledge (ability to decipher text and language)

Example of scenario #1

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Deviation frommean

Global temperature

In her science class, Mei reads a research article that

was featured in the daily press. The author of the article

uses the following graph to argue that popular claims

about a rise in global temperatures are not supported

by the data. In fact, global temperatures were lower in

2011 and 2012 than in 2008 and 2009.

Classification

• Content: Environmental sustainability

• Context: Global

• Complexity of background knowledge: Medium

In a YouTube video that reached over 2 million

visualizations, Renata Flores sings in Quechua, her

native tongue, to Michael Jackson's "The Way You

Make Me Feel” against the backdrop of ancient Inca

ruins. Renata is an activist in a project called ‘The

youth, we speak Quechua too”.

Example of scenario #2

Classification

• Content: Culture and intercultural relations

• Context: Local

• Complexity of background knowledge: Medium

A typical unit of the cognitive test

• Scenarios• Depict real-life situations, in the form of case studies,

from which various tasks (test items) are derived

• Focus on issues and situations where different

perspectives exist, and give voice to these different

perspectives.

• Categorised by: content domain, context, complexity &

format

• Test items• Any individual task that students’ perform in relation to

a given scenario.

• The response format of test items can be either open-

or closed-response questions.

• Categorised by: cognitive process assessed

Many different types of tasks can be used in order to assess students’ level of proficiency in each of the four interrelated cognitive processes .

Students may be asked to:- Select the most reliable source among different options;- Evaluate whether a statement is based on evidence;- Choose among possible explanations for an issue;- Identify stereotypes, generalizations & insensitive language;- Analyse contextual and cultural drivers of different perspectives;- Select among possible actions for solving a problem

Example of test item for scenario #1

Mei's teacher asks the class to have a look at another

chart she produced from the same source of data in the

article.

Classification

• Cognitive process: Evaluate information, formulate arguments and explain complex situations (sub-category: weighing sources)

-0.6

-0.5

-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

0.5

18

80

18

84

18

88

18

92

18

96

19

00

19

04

19

08

19

12

19

16

19

20

19

24

19

28

19

32

19

36

19

40

19

44

19

48

19

52

19

56

19

60

19

64

19

68

19

72

19

76

19

80

19

84

19

88

19

92

Global temperatureDeviation from mean

Question: What can you infer about the validity of the

article's claim by comparing the two charts?

Question 1: What messages do you think

Renata is trying to convey?Classification

• Cognitive process: Identify and analyse multiple perspectives (sub-category: recognising perspectives and contexts)

Example of test items for scenario #2


The questionnaires

The student questionnaire on Global Competence will provide:

1. Self-reported data on the knowledge, skills and attitudes:

Features of the student questionnaire

Knowledge

• Awareness of global issues (e.g. climate change, inequality)

• Awareness of intercultural communication

Skills

• Proficiency in and study of foreign languages

• Adaptability to different cultural environments

• Perspective-taking

Attitudes

• Openness towards others (e.g. attitudes towards migration)

• Interest in learning about other cultures

• Global-mindedness

Example items in the student questionnaire: Openness towards others

How well does each of the following statements below describe you?

Very much like me Mostly like me Somewhat like me Not much like me Not at all like me

I want to learn how people live in different countries.01 02 03 04 05

I want to learn more about the religions of the world.01 02 03 04 05

I am interested in how people from various cultures see

the world. 01 02 03 04 05

I am interested in finding out about the traditions of other

cultures. 01 02 03 04 05

The student questionnaire on Global Competence will provide:

1. Self-reported data on the knowledge, skills and attitudes not assessed in the cognitive test:

Features of the student questionnaire

Knowledge

• Awareness of global issues (e.g. climate change, inequality)

• Awareness of intercultural communication

Skills

• Proficiency in and study of foreign languages

• Adaptability to different cultural environments

• Perspective-taking

Attitudes

• Openness towards others (e.g. attitudes towards migration)

• Interest in learning about other cultures

• Global-mindedness

2. Information on opportunities students have at school to learn about global issues and other cultures.

3. Information on students’ participation in activities to solve global issues out of school (e.g. volunteering, eco-friendly habits…)

Example item in student questionnaire: Activities related to global

competence

Do you learn the following at school?Yes No

I learn about the interconnectedness of countries’ economies.01 02

I learn how to solve conflicts with other people in our classrooms.01 02

I learn about different cultures.01 02

We read newspapers, look for news on the internet or watch the news together

during classes.01 02

I am often invited by my teachers to give my personal opinion about international

news.01 02

I participate in events celebrating cultural diversity throughout the school year.

01 02

These questionnaires provide information about:

• Teachers’ beliefs about diversity and inclusion policies at school• Curriculum coverage of global issues (e.g. climate change, conflicts) • Curriculum coverage of the histories and cultures (e.g. beliefs, norms, values,

customs, or arts) of diverse groups • Schools’ activities for multicultural learning (e.g. cultural events, exchange

programmes)• Teachers’ practices facilitating interactions and peer-to-peer learning between

diverse students• School policies to facilitate the integration of foreign-born students and non-native

speakers• Teachers’ professional experience and training in intercultural communication and

teaching multicultural classes• Teachers’ self-efficacy in multicultural environments

Features of the school and teacher questionnaires

Do the following statements reflect your education and training as a teacher?

Yes No

Have you received training on intercultural communication?01 02

Have you received training on conflict resolution strategies?01 02

Have you received training on the role education can play in confronting discrimination in all its forms?01 02

Have you studied culturally-responsive teaching approaches and techniques?01 02

Have you received training on issues related to teaching in multi-cultural classrooms?01 02

Example items in the teacher questionnaire: Intercultural training

Example items in the teacher questionnaire: Self-efficacy in multicultural

environments

How do you judge your own competence to teach in a class with a high degree of cultural and

ethnic diversity?

Strongly

disagreeDisagree Agree

Strongly

agree

I can cope with the challenges of a multicultural classroom.01 02 03 04

I can adapt my teaching to the cultural diversity of students.01 02 03 04

I can take care that students with and without migrant background work together.

01 02 03 04

I can raise awareness for cultural differences amongst the students.01 02 03 04

I can contribute to reducing ethnic stereotypes between the students.01 02 03 04

• Data for participating countries collected during 2018.

• Data available for analysis at the OECD around June2019.

• International report published and all data available for more analysis around February 2020.

Next steps

Find out more about our work at www.oecd.org/pisa

– All publications

– The complete micro-level database

Email: [email protected]

Twitter: SchleicherOECD

Wechat: AndreasSchleicher

Thank you